РОЛЬ СКАЗОК В ОБУЧЕНИИ АНГЛИЙСКОМУ ЯЗЫКУ И ПРИЕМЫ ИСПОЛЬЗОВАНИЯ СКАЗОК В СРЕДНЕЙ ШКОЛЕ ДЛЯ БОЛЕЕ ЭФФЕКТИВНОЙ ОРГАНИЗАЦИИ УРОКА И УМСТВЕННОГО РАЗВИТИЯ ДЕТЕЙ.

Аннотация

In modern pedagogical practice, one of the challenges of modern school technology is to organize lessons more effectively and facilitate the learning process of children, while at the same time increasing the interest of the younger generation in learning. The main purpose of choosing middle class, children of this period remember better and faster and retain in their memory for a long time information, cases, incidents, faces, objects, facts, but not abstract definitions or descriptions. Younger schoolchildren memorize mechanically, without realizing the semantic connections in this material. Key words: English language, fairy tales, student, individual, group, skills, methods and efficiency, middle class students and methods. РОЛЬ СКАЗОК В ОБУЧЕНИИ АНГЛИЙСКОМУ ЯЗЫКУ И ПРИЕМЫ ИСПОЛЬЗОВАНИЯ СКАЗОК В СРЕДНЕЙ ШКОЛЕ ДЛЯ БОЛЕЕ ЭФФЕКТИВНОЙ ОРГАНИЗАЦИИ УРОКА И УМСТВЕННОГО РАЗВИТИЯ ДЕТЕЙ. Аннотация. В современной педагогической практике одной из задач современной школьной технологии является более эффективная организация уроков и облегчение процесса обучения детей, одновременное повышение интереса подрастающего поколения к обучению. Основная цель выбора среднего класса - дети этого периода лучше и быстрее запоминают и надолго сохраняют в памяти информацию, случаи, происшествия, лица, предметы, факты, а не абстрактные определения или описания. Младшие школьники запоминают механически, не осознавая смысловых связей в этом материале. Ключевые слова: английский язык, сказки, ученик, личность, группа, навыки, методы и эффективность, ученики среднего класса и методы. Today, extensive work is being done to develop children's mental and physical abilities and organize lessons more effectively. When a child comes to school, the most important for him will be the following social motives: motives of self-improvement (which means to be developed, cultural) and self-determination motives (on completion of school, continue to study, and then work successfully). The child must be aware of the social significance of learning. The listed motives are the results of the influence of society (kindergarten, family). During the first school days, such an atmosphere sets children's positive attitude towards work and helps to recreate favorable conditions for learning. Younger schoolchildren most often live for today. That is why it is of great importance in the educational process how competently short- term and long-term goals are set. The teacher must form a responsible attitude towards learning: it lies in the ability of the younger student to consciously subordinate his actions to relevant, 2 21 International scientific journal ISSN: 2181-3906 «MODERN SCIENCE АND RESEARCH» 2023 VOLUME 2 / ISSUE 11 / UIF:8.2 / MODERNSCIENCE.UZ important goals and objectives. There are also personal motives: for example, motives of well- being (when a child wants to get a good grade at any cost, to earn praise). Younger schoolchildren experience a feeling of pride, an incredible surge when their teacher praises them. A teacher in a primary school has a huge educational impact. This is due to the fact that the teacher, from the very beginning of school, is a clear authority for children. The authority of the teacher is one of the most important prerequisites for teaching and education in primary school. Educational activities in primary school, first of all, help in the development of mental processes of a child’s cognition of the world around him through perceptions and sensations. Younger schoolchildren are distinguished by the fact that they see this world most acutely and freshly, and have a certain contemplative curiosity. One of the typical features of the perception of a junior schoolchild is low differentiation. Children of primary school age may make mistakes or not accurately differentiate similar objects in their perception. Another feature of the perception of students of this age is its close connection with what the child does. At this level of mental development, perception correlates with actions in practice. If a child touches an object, takes it in its hands, makes some kind of manipulation, this means that it perceives it that way. Also, pronounced emotionality in the perception of children of primary school age is characteristic. Early days of universal education, primary school Chinese courses focused on the instrumental nature of language learning and emphasized the development of learning.Students’ ability to read, write, listen, and speak; as for humanistic elements, such as literary education, teachers will adapt to the textbooks are selected and taught according to the text, and they are also supplemented by extracurricular reading. Children's books are not new. From the perspective of teaching operations, although we did not necessarily use "children's books" in the past. This name, but Chinese teachers or library directors will also ask students to read children's books in school. Respectively,Those who teach often regard r